School desegregation research : new directions in situational analysis
Author(s)
Bibliographic Information
School desegregation research : new directions in situational analysis
(Critical issues in social justice)
Plenum Press, c1986
Available at 11 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographies and indexes
Description and Table of Contents
Description
The desegregation situation is the keynote theme of the following chapters. I Each of them touches on a different dimension of the situation: the historical, the temporal, the spatial. But the reader, perusing the essays with the situation in mind, should remember that the desegregation situation should not be inter preted literally. Authorities and adults certainly, school-age children probably, are influenced by their awareness of a sequence of past and future situations. Some may even operate with William James's (1890, p. 608) notion of "the specious present" that "has melted in our grasp, fled ere we could touch it, gone in the instant of becoming," thus reducing the potency of the present situation. Others may be dancing to a slower tempo of change, thus becoming more responsive to the present situation. Whatever the perceived tempo, many must share the view that the future may reverse the direction of the past. Some may see that new future direction as unswerving, unending, or long-lasting; others may see it as short-lived. And it is through attention to the phenomenological description of desegregation that these issues can be explored; a theme that is considered in several of the following chapters.
Table of Contents
I: Introduction.- Introduction: The Desegregation Situation.- II: School Desegregation in Context.- 1. Structural Constraints in School Desegregation.- 2. School Desegregation and the “National Community”.- III: New Theoretical Directions.- 3. The Micro-Structure of School Desegregation.- 4. A Model for Racial Contact in Schools Ill.- 5. Trait Theory Revisited: A Cognitive Social Learning View of School Desegregation.- IV: A Reconsideration of Methods.- 6. Self-Esteem Research: A Phenomenological Corrective...- 7. Schools and Social Structure: An Interactionist Perspective.- Afterword. The Research Agenda: New Directions for Desegregation Studies.- Author Index.
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